000			02419nam a2200217Ia 4500
003			NULRC
005			20250520102733.0
008			250520s9999 xx 000 0 und d
020			_a9780304329830
040			_cNULRC
050			_aLB 2822 .F5 1996
100			_aGibbon, Carol Taylor Fitz _eauthor
245		0	_aMonitoring education / _cCarol Taylor Fitz Gibbon
260			_aLondon, United Kingdom : _bCassell, _cc1996
300			_axii, 259 pages : _billustrations ; _c24 cm.
504			_aIncludes bibliographical references and index.
505			_aPart 1. Introduction -- Part 2. Philosophical -- Part 3. An up-and-running indicator system -- Part 4. Measurements for monitoring systems -- Part 5. Basic statistical procedures for monitoring -- Part 6. The Design of performance indicator systems -- Part 7. The Impact of monitoring on other systems -- Part 8. Signing off.
520			_aFuelled by the interest in school performance league tables, performance monitoring is increasingly influential over the management of education, providing a way to monitor, define and achieve quality in education. Monitoring Education aims to contribute to the process of designing systems of monitoring that work. With reference to developments in the US, management strategies for achieving effectiveness are assessed and the meaning and meaningfulness of 'value-added' is considered. The author argues the importance of accurate feedback for staff on performance, of tried and tested practical advice and the setting of realistic attainment goals. Two methods of checking that the educational outcome is satisfactory are considered - the opinion of the students and the reports of inspectors. Students' views are inherently subjective, but the author argues for the validity of measuring student attitudes and makes suggestions for devising an appropriate methodology. The reports of inspectors are supposedly objective - but the assumption is challenged and inspections are shown to be subjective judgements. The reliability of superficial overviews is questioned and the validity and cost-effectiveness of inspectors' reports are investigated. This rigorous and informative study will inform and challenge all those who are responsible for ensuring that quality is achieved - from those at the chalk-face to those researching future policies in education.
650			_aEDUCATION ACCOUNTABILITY
942			_2lcc _cBK
999			_c14123 _d14123